Washington’s Council of Presidents and admissions leaders told the Senate Higher Education & Workforce Development Committee on an extended work session that the Washington Guaranteed Admissions Program (WAGAP) has grown rapidly and is changing how some Washington high‑school students think about college.

Julie Garver, director of policy and academic affairs for the Council of Presidents, told the committee WAGAP identifies 11th‑ and 12th‑grade students who meet state minimum admissions requirements and sends them personalized communications that say they are guaranteed admission to participating public four‑year institutions if they complete the application process. Garver said participating institutions began with a smaller pilot and that the program has matured over four years into a coordinated messaging and K‑12 partnership effort.

"WAGAP is a messaging and communications initiative focused on clearly and transparently identifying requirements for admissions for students in 11th‑12th grade," Garver said, explaining the program aims to shift students from asking "Will I get in?" to asking "What is my right‑fit institution?"

Andrew Bruich, assistant vice provost for enrollment at Washington State University and director of admissions for the six‑campus system, described WAGAP as a consortium effort led by public baccalaureate institutions. He said the program now counts 149 partners, including 132 public school districts and schools representing tribal, charter and private sectors, and that high‑school counselors have responded positively to the outreach. Bruich said counselors bring students into the program; outreach messages then prompt students to apply.

Jana Geraci Alvarez, director of admissions at Eastern Washington University, described the operational steps: school districts sign data‑sharing agreements and send student lists by September 30; participating institutions then send letters and tailored communications to 11th‑ and 12th‑grade students, encourage FAFSA/WASFA completion, and follow up with institution‑specific outreach and advising.

Committee members and presenters repeatedly emphasized that WAGAP is primarily a communications and admissions‑clarity effort, not a replacement for traditional holistic review. Garver said no preference is given to WAGAP students in admissions decisions and that some students identified by WAGAP must still be verified after application; she said the program has rescinded fewer than 2 percent of letters when data later showed students did not meet the stated criteria.

Several senators pressed for outcome data. Garver and Bruich said WAGAP has shown strong engagement — including a roughly 30 percent “pick up” rate in early years — but comprehensive tracking of enrollment, retention and completion will require a stronger data‑sharing agreement and access to the state’s Education Research and Data Center. Garver said the program’s current data sharing agreements will expire and the partners plan to pursue a renewed DSA to enable longitudinal analysis.

Presenters asked the Legislature to support continued organic implementation while investing in two priorities: 1) resources to help new partner districts and institutions participate (staff time at both K‑12 and higher education levels) and 2) technical work on a digital high‑school transcript exchange that would reduce manual transcript handling and permit more reliable eligibility verification across districts.

The committee asked about the burden on students of completing applications and whether requiring an application undercuts the goal of removing barriers. Garver and Bruich replied that an application creates a small "skin in the game," produces data fields institutions need to connect students to aid and advising, and helps institutions meet federal and state reporting requirements. They also said the partners are trying to limit the data requirements to protect student privacy while still obtaining necessary inputs for support and tracking.

The presenters recommended preserving WAGAP’s intentionally adaptable framework, investing in digital transcript exchange and beginning earlier outreach (as early as sixth grade) to improve long‑term planning. The committee did not take formal action at the session; members said they will consider funding and statutory options as the program seeks a more durable data structure.

Ending: Committee members thanked the presenters and signaled interest in funding the digital‑transcript work and in improving data sharing to let the state better measure WAGAP’s effect on enrollment and completion.